SCHOOL IMPROVEMENT PLAN

Transcription

1 Pam Stewart, Commissioner SCHOOL IMPROVEMENT PLAN Allen Park Elementary School 3345 CANELO DR Fort Myers, FL School Demographics School Type Title I Free and Reduced Lunch Rate Elementary School No 47% Alternative/ESE Center Charter School Minority Rate No No 44% School Grades History A A A A SIP Authority and Template Section (18), Florida Statutes (F.S.), requires district school boards to annually approve and require implementation of a school improvement plan (SIP) for each school in the district. The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds, as marked by citations to the No Child Left Behind (NCLB) Act of This template is required by State Board of Education Rule 6A , Florida Administrative Code (F.A.C.), for all non-charter schools with a current grade of D or F, or with a grade of F within the prior two years. For all other schools, the district may use a template of its choosing. All districts must submit annual assurances that their plans meet statutory requirements. This document was prepared by school and district leadership using the FDOE's school improvement planning web application located at Sections marked N/A by the user and any performance data representing fewer than 10 students or educators have been excluded from this document.

2 Table of Contents Purpose and Outline of the SIP 3 Differentiated Accountability 4 Part I: Current School Status 5 Part II: Expected Improvements 15 Goals Summary 19 Goals Detail 19 Action Plan for Improvement 21 Part III: Coordination and Integration 0 Appendix 1: Professional Development Plan to Support Goals 26 Appendix 2: Budget to Support Goals 28 Last Modified: 12/06/ Page 2 of 29

3 Purpose and Outline of the SIP The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the District Improvement and Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school and district goals in order to align resources. The Florida Department of Education encourages schools to use the SIP as a living document by continually updating, refining and using the plan to guide their work throughout the year. This printed version represents the SIP as of the Date Modified listed in the footer. Part I: Current School Status Part I summarizes school leadership, staff qualifications and strategies for recruiting, mentoring and retaining strong teachers. The school s Multi-Tiered System of Supports (MTSS) is described in detail to show how data is used by stakeholders to understand the needs of all students and allocate appropriate resources in proportion to those needs. The school also summarizes its efforts in a few specific areas, such as its use of increased learning time and strategies to support literacy, preschool transition and college and career readiness. Part II: Expected Improvements Part II outlines school performance data in the prior year and sets numeric targets for the coming year in ten areas: 1. Reading 2. Writing 3. Mathematics 4. Science 5. Science, Technology, Engineering and Mathematics (STEM) 6. Career and Technical Education (CTE) 7. Social Studies 8. Early Warning Systems (EWS) 9. Parental Involvement 10. Other areas of concern to the school With this overview of the current state of the school in mind and the outcomes they hope to achieve, the planning team engages in an 8-Step Planning and Problem-Solving Process, through which they define and refine their goals (Step 1), identify and prioritize problems (barriers) keeping them from reaching those goals (Steps 2-3), design a plan to help them implement strategies to resolve those barriers (Steps 4-7), and determine how they will monitor progress toward each goal (Step 8). Part III: Coordination and Integration Part III is required for Title I schools and describes how federal, state and local funds are coordinated and integrated to ensure student needs are met. Appendix 1: Professional Development Plan to Support Goals Appendix 1 is the professional development plan, which outlines any training or support needed for stakeholders to meet the goals. Appendix 2: Budget to Support Goals Appendix 2 is the budget needed to implement the strategies identified in the plan. Last Modified: 12/06/ Page 3 of 29

4 Differentiated Accountability Florida s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated by need according to performance data, and provided to schools and districts in order to improve leadership capacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadership to design, implement and refine school improvement plans, as well as provide instructional coaching, as needed. DA Regions Florida s DA network is divided into five geographical regions, each served by a field team led by a regional executive director (RED). DA Categories Traditional public schools are classified at the start of each school year, based upon the most recently released school grades (A-F), into one of the following categories: Not in DA currently A or B with no F in prior two years; all charter schools; all ungraded schools Monitoring Only currently A or B with at least one F in the prior two years Prevent currently C Focus currently D Year 1 declined to D, or first-time graded schools receiving a D Year 2 second consecutive D, or F followed by a D Year 3 or more third or more consecutive D, or F followed by second consecutive D Priority currently F Year 1 declined to F, or first-time graded schools receiving an F Year 2 or more second or more consecutive F DA Turnaround and Monitoring Statuses Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses: Former F currently A-D with at least one F in the prior two years. SIP is monitored by FDOE. Post-Priority Planning currently A-D with an F in the prior year. District is planning for possible turnaround. Planning Focus Year 2 and Priority Year 1. District is planning for possible turnaround. Implementing Focus Year 3 or more and Priority Year 2 or more. District is implementing the Turnaround Option Plan (TOP) DA Category and Statuses DA Category Region RED Not in DA N/A N/A Former F Post-Priority Planning Planning Implementing TOP No No No No Last Modified: 12/06/ Page 4 of 29

5 Current School Status School Information School-Level Information School Allen Park Elementary School Principal Virginia Moore School Advisory Council chair Jen Sidwell Names and position titles of the School-Based Leadership Team (SBLT) Name Gini Moore Lisa Eastridge Jen Sidwell Stephanie Metzger Sue Patti Karen Dreussi Renee Wagner-Pachiva Debi Curtis Gretchen Cooley Mary Hood Tracy Beckner Susan Cox Jada Fleming Sonia Alvarez Title Principal Assistant Principal Curriculum Specialist Professional Development Teacher Guidance Counselor Technology Specialist ESE Department Chair Kindergarten Chair First Grade Chair Second Grade Chair Third Grade Chair Fourth Grade Chair Fifth Grade Chair Principal's Secretary District-Level Information District Lee Superintendent Dr. Nancy J Graham Date of school board approval of SIP 10/22/2013 School Advisory Council (SAC) This section meets the requirements of Section 1114(b)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). Membership of the SAC Jen Sidwell, SAC Chair, teacher Heather Krystofiak, DAC, teacher Gini Moore, DAC Alternate, Principal Tony Ruiz, Member, Teacher Ozzie Muniz, Member, Support Staff Sherie Tobler, Member, Support Staff Lisa Muench, Member, Parent Steve Morauski, Member, Parent Last Modified: 12/06/ Page 5 of 29

6 Bobby Dennis, Member, Parent Jesus Rivera, Member, Community Beth Goerke, Member, Business Michele Hamilton, Member, Business Darlene Truxton, Member, Community Involvement of the SAC in the development of the SIP SAC members work with the school team to create SIP. During a SAC meeting members review the SIP and are provided the opportunity to ask questions, make recommendations and approve revisions prior to voting and reaching consensus on the approval or revokation of the drafted SIP. Activities of the SAC for the upcoming school year Creation and approval of the SIP Reviewing updates on the school's data as it relates to monitoring toward SIP goals. Updates on the Professional development plan as it relates to monitoring progress and adjusting based on most current data available. Updates to instructional practices based upon data trends as they relate to SIP goals. Appproval or revokation of the recommeneded use of school improvement funds. Projected use of school improvement funds, including the amount allocated to each project School Improvement Funds are not available at this time. Compliance with section , F.S., regarding the establishment duties of the SAC In Compliance If not in compliance, describe the measures being taken to comply with SAC requirements Highly Qualified Staff This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). Administrators # of administrators 2 # receiving effective rating or higher (not entered because basis is < 10) Administrator Information: Last Modified: 12/06/ Page 6 of 29

7 Virginia Moore Principal Years as Administrator: 17 Years at Current School: 17 Credentials Degrees: MA Ed Leadership BA Elementary Education Certifications: School Principals (all levels) ESOL Endorsed Elementary Education, 1-6 Early Childhood Education Performance Record Grade A % Meeting High Standards in Reading: 83 % Making Learning Gains in Reading: 73 % Of Lowest 25% Making Learning Gains in Reading: 62 % Meeting High Standards in Math: 83 % Making Learning Gains in Math:78 % Of Lowest 25% Making Learning Gains in Math: 71 % Meeting High Standards in Writing: 87 % Meeting High Standards in Science: Grade A % Meeting High Standards in Reading: 84 % Making Learning Gains in Reading: 80 % Of Lowest 25% Making Learning Gains in Reading: 70 % Meeting High Standards in Math: 85 % Making Learning Gains in Math:81 % Of Lowest 25% Making Learning Gains in Math: 76 % Meeting High Standards in Writing: 97 % Meeting High Standards in Science: : Grade A AYP: No % Meeting High Standards in Reading: 92 % Making Learning Gains in Reading: 75 % Of Lowest 25% Making Learning Gains in Reading: 55 % Meeting High Standards in Math: 92 % Making Learning Gains in Math:74% % Of Lowest 25% Making Learning Gains in Math: 69 % Meeting High Standards in Writing: 90 % Meeting High Standards in Science: 79 Last Modified: 12/06/ Page 7 of 29

8 Lisa Eastridge Asst Principal Years as Administrator: 7 Years at Current School: 0 Credentials Degrees: B.S. Elementary Christian Education Master s Degree Elementary Education Specialist Degree in Administrative Leadership (K-12) Certificates: Professional Educators Certificate: Bible (7-12) Educational Leadership (K-12) Elementary Education (1-6) English (5-9) ESOL School Principal (all Levels) Specific Learning Disabilities (K-12) Performance Record Allen Park Elementary Grade A % Meeting High Standards in Reading: 83 % Making Learning Gains in Reading: 73 % Of Lowest 25% Making Learning Gains in Reading: 62 % Meeting High Standards in Math: 83 % Making Learning Gains in Math:78 % Of Lowest 25% Making Learning Gains in Math: 71 % Meeting High Standards in Writing: 87 % Meeting High Standards in Science: Lexington Middle Grade A % Meeting High Standards in Reading: 69 % Making Learning Gains in Reading: 63 % Of Lowest 25% Making Learning Gains in Reading: 57 % Meeting High Standards in Math: 63 % Making Learning Gains in Math: 57 % Of Lowest 25% Making Learning Gains in Math: 58 % Meeting High Standards in Writing: 88 % Meeting High Standards in Science: Lexington Middle Grade A % Meeting High Standards in Reading: 80 % Making Learning Gains in Reading: 67 % Of Lowest 25% Making Learning Gains in Reading: 66 % Meeting High Standards in Math: 78 % Making Learning Gains in Math: 70 % Of Lowest 25% Making Learning Gains in Math: 67 Last Modified: 12/06/ Page 8 of 29

9 % Meeting High Standards in Writing: 91 % Meeting High Standards in Science: 65. Instructional Coaches # of instructional coaches 0 # receiving effective rating or higher (not entered because basis is < 10) Instructional Coach Information: Part-time / District-based Areas Credentials Performance Record Classroom Teachers # of classroom teachers 64 Years as Coach: [none selected] Years at Current School: # receiving effective rating or higher 62, 97% # Highly Qualified Teachers 100% # certified in-field 64, 100% # ESOL endorsed 51, 80% # reading endorsed 3, 5% # with advanced degrees 20, 31% # National Board Certified 6, 9% # first-year teachers 2, 3% # with 1-5 years of experience 7, 11% # with 6-14 years of experience 24, 38% # with 15 or more years of experience 31, 48% Education Paraprofessionals # of paraprofessionals 23 # Highly Qualified 23, 100% Other Instructional Personnel # of instructional personnel not captured in the sections above 3 # receiving effective rating or higher (not entered because basis is < 10) Teacher Recruitment and Retention Strategies This section meets the requirements of Section 1114(b)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). Strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school, including the person responsible Last Modified: 12/06/ Page 9 of 29

10 1. Preschool meeting with all teachers new to Allen Park.Focus of the meeting is to review school policies and procedures, review the school curriculum binder, review instructional staff handbook, and tour the school campus. Persons Responsible: Principal Assistant Principal Curriculum Specialist 2. New teachers or new teachers to Allen Park are assigned peer mentors and meet regularly. Persons Responsible: Assistant Principal 3. Regular Meetings of new teachers with the administration and curriculum specialist. Persons Responsible: Principal Assistant Principal Curriculum Specialist 4. Active Volunteer Program that provides support in the classroom with adults working with students. WATCH DOGS (Dads of Great Students)are also available to volunteer and mentor students. Persons Responsible: Volunteer Coordinator Teachers Parents Administrators 5. Adult support (paraprofessionals) working daily with students in all IR classrooms for 120 minute reading block. Persons Responsible: Administrators Paraprofessionals 6. Strong partnership with our PTA resulting in all teachers receiving a $ grant yearly for the purpose of purchasing classroom materials.this partnership also provides additional technology and library purchases for classrooms. Persons Responsible: Teachers PTA President and Board Administrators 8. Staff will participate in professional development and professional learning communities to plan for the implementation of the CCSS. Administrators Curriculum Specialist Math/Language Arts/Reading/Writing/Data trainers Ongoing Provide RtI/MTSS support for students not succeeding academically and/or behaviorally. Curriculum Specialist Guidance Counselor Ongoing Non-Highly Effective Instructors Provide Teacher Mentoring Program/Plan This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b). Last Modified: 12/06/ Page 10 of 29

11 Teacher mentoring program/plan, including the rationale for pairings and the planned mentoring activities 1. The administrators schedule a preschool meeting with first year teachers and teachers new to Allen Park. The focus of the meeting is to review school policies and procedures, review the school curriculum binder, review instructional staff handbook, and tour the school campus. 2. First year teachers or new teachers to Allen Park are assigned peer mentors and meet weekly with assigned peers. 3. Monthly meetings of new teachers with the administration and curriculum specialist. 4. First year teachers are offered the opportunity to visit and observe in other classrooms on an asneeded basis. 5. First year teachers participate in the district's A.P.P.L.E.S program. Multi-Tiered System of Supports (MTSS) / Response to Intervention (RtI) This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L , NCLB, codified at 20 U.S.C. 6314(b). Data-based problem-solving processes for the implementation and monitoring of MTSS and SIP structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs The MTSS Problem-Solving team at Allen Park Elementary meets on a weekly, monthly, as needed basis to analyze school and/or student progress data in order to identify students in need of further support and monitor the progress of students receiving interventions to ensure that the needs of all students are being met within a multi-tiered system of student supports. The team uses the five-step problem solving process as outlined in the district s MTSS Manual. Data analysis comaprison of cohort schools at the district level, classrooms by teacher, and indiviual student level will be used to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs. Function and responsibility of each school-based leadership team member as related to MTSS and the SIP The roles of each member are as follows: Classroom Teacher Keep ongoing progress monitoring notes in a MTSS folder (FAIR, curriculum assessments, STAR or FCAT scores, work samples, anecdotals) to be filed in cumulative folder at the end of each school year or if transferring/withdrawing Attend MTSS Team meetings to collaborate on & monitor students who are struggling Implement interventions designed by MTSS Team for students receiving supplemental and intensive supports. Deliver instructional interventions with fidelity Curriculum Specialist Attend MTSS Team meetings Train teachers in interventions, progress monitoring, differentiated instruction Implement supplemental and intensive interventions Keep progress monitoring notes & anecdotals of interventions implemented Administer screenings Collect school-wide data for team to use in determining at-risk students Speech-Language Pathologist Attend MTSS Team meetings for students receiving supplemental and intensive supports. Completes Communication Skills screening for students unsuccessful with Tier 2 interventions Assist with supplemental and intensive interventions through collaboration, training, and/or direct student Last Modified: 12/06/ Page 11 of 29

12 contact Incorporate MTSS data when guiding a possible Speech/Language referral & when making eligibility decisions Principal/Assistant Principal Facilitate implementation of the MTSS problem-solving process in your building Provide or coordinate valuable and continuous professional development Assign paraprofessionals to support MTSS implementation when possible Attend MTSS Team meetings to be active in the MTSS change process Conduct classroom Walk-Throughs to monitor fidelity Guidance Counselor/Curriculum Specialist Often MTSS Team facilitators Schedule and attend MTSS Team meetings Maintain log of all students involved in the MTSS process Send parent invites Complete necessary MTSS forms Conduct social-developmental history interviews when requested School Psychologist Attend MTSS Team meetings on some students receiving supplemental supports & on all students receiving intensive supports Monitor data collection process for fidelity Review & interpret progress monitoring data Collaborate with MTSS Team on effective instruction & specific interventions Incorporate MTSS data when guiding a possible ESE referral & when making eligibility decisions ESE Teacher/Staffing Specialist Consult with MTSS Team regarding intensive interventions Incorporate MTSS data when making eligibility decisions Specialist (Behavior, OT, PT, ASD) Consult with MTSS Team Provide staff trainings Social Worker Attend MTSS Team meetings when requested Conduct social-developmental history interviews and share with MTSS Team ESOL/ELL Representative Attend all MTSS Team meetings for identified ELL students, advising and completing LEP paperwork Conduct language screenings and assessments Provide ELL interventions at all tiers Systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP The Lee County School District has developed a comprehensive training plan for faculty and staff. School based MTSS contacts and administrators have been identified and are provided on-going staff development training regarding the MTSS problem-solving process throughout the school year in the areas of problem identification, instructional best practices, curriculum supports, data analysis, implementation of supplemental and intensive interventions, and behavior management techniques. Additionally, district personnel provide coaching and modeling to assist schools with strategies that are designed to improve the educational outcomes for students with academic and behavioral needs within a multi-tiered system of student supports. Data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement Last Modified: 12/06/ Page 12 of 29

13 Allen Park Elementary School utilizes the district adopted data management system, Performance Matters. This allows the school comprehensive access to all school and district databases, thereby assisting with the detailed analysis of district, school, classroom, and student level data. These analyses assist with the tracking of student progress, management of diagnostic, summative, and formative assessment data, and the response of students to implemented interventions. Plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents The Lee County School District has hired District level support personnel to sustain the implementation of the MTSS problem-solving process for all students within schools. They provide training, coaching, modeling, data analysis, and guidance to assist schools with the implementation of supplemental and intensive strategies designed to improve the educational outcomes for students with academic and behavioral needs within a multi-tiered system of student supports. These personnel are comprised of teachers with knowledge in effective instructional practices, data analysis, curriculum resources, behavior management techniques, research based practices, and problem-solving processes to support the academic and behavioral needs of students within a multi-tiered student support system. Literacy Leadership Team (LLT) Names and position titles of the members of the school-based LLT Name Jen Sidwell Gini Moore Stephanie Metzgar Debi Curtis Gretchen Cooley Mary Hood Tracy Beckner Susan Cox Jada Fleming Renae Wagener-Pachiva Lisa Eastridge Title Curriculum Specialist Principal ESE Teacher Kg PLC Leader 1st Grade PLC Leader 2nd Grade PLC Leader 3rd Grade PLC Leader 4th Grade PLC Leader 5th Grade PLC Leader ESE Dept PLC Leader Assistant Principal How the school-based LLT functions Meetings are held on a monthly basis, however, meetings may be more frequent should a need or issue arise. LLT will be updated on most current school-wide data trends as related to SIP. LLT Chair and administration will share the expected outcomes of the PLC teams and the data tools that can be used to track student progress. Teams Leaders will update the LLT on progress of indivdual teams toward acheiving school-wide goals and, if appropriate, share impact of data on instructional practices. Major initiatives of the LLT Review reading data using Performance Matters, formative assessments and teacher input to determine specific needs for targeted students. Last Modified: 12/06/ Page 13 of 29

14 Preschool Transition This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L , NCLB, codified at 20 U.S.C. 6314(b). Strategies for assisting preschool children in transition from early childhood programs to local elementary school programs Orientation meetings will be held prior to the start of the school year for kindergarten students and their families to familiarize them with the school and expectations for the coming year. All students are assessed prior to or upon entering within the areas of Basic Skills/School Readiness, Oral Language/Syntax, Print/Letter Knowledge, and Phonological Awareness/Processing. Data will be used to plan daily academic and social/emotional instruction for all students and for groups of students or individual students who may need intervention beyond core instruction. Last Modified: 12/06/ Page 14 of 29

15 Expected Improvements This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L , NCLB, codified at 20 U.S.C. 6314(b). Area 1: Reading Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on FCAT 2.0, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 83% 81% No 85% American Indian Asian 96% 85% No 96% Black/African American 58% 59% Yes 62% Hispanic 75% 64% No 78% White 93% 90% No 94% English language learners 61% 18% No 65% Students with disabilities 71% 53% No 74% Economically disadvantaged 72% 66% No 75% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 32% Students scoring at or above Achievement Level % 62% Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and Actual # 2013 Actual % [data excluded for privacy reasons] 2014 Target % Students scoring at or above Level % 88% Learning Gains 12% Students making learning gains (FCAT 2.0 and FAA) Students in lowest 25% making learning gains (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % % 76% 77 62% 66% Last Modified: 12/06/ Page 15 of 29

16 Comprehensive English Language Learning Assessment (CELLA) Students scoring proficient in listening/speaking (students speak in English and understand spoken English at grade level in a manner similar to non- ELL students) Students scoring proficient in reading (students read grade-level text in English in a manner similar to non-ell students) Students scoring proficient in writing (students write in English at grade level in a manner similar to non-ell students) 2013 Actual # 2013 Actual % 2014 Target % 41 93% 94% 37 84% 85% 35 80% 82% Area 2: Writing Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at or above 3.5 Florida Alternate Assessment (FAA) Students scoring at or above Level Actual # 2013 Actual % 2014 Target % % 87% [data excluded for privacy reasons] 100% Area 3: Mathematics Elementary and Middle School Mathematics Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on FCAT 2.0 and EOC assessments, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 81% No 83% American Indian Asian 100% 94% No 100% Black/African American 53% 49% No 58% Hispanic 73% 71% No 75% White 90% 91% Yes 91% English language learners 48% 53% Yes 53% Students with disabilities 73% 66% No 75% Economically disadvantaged 68% 65% No 71% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 36% Students scoring at or above Achievement Level % 58% Last Modified: 12/06/ Page 16 of 29

17 Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and Actual # 2013 Actual % [data excluded for privacy reasons] 2014 Target % Students scoring at or above Level % 88% Learning Gains 12% 2013 Actual # 2013 Actual % 2014 Target % Learning Gains % 80% Students in lowest 25% making learning gains (FCAT 2.0 and EOC) Area 4: Science Elementary School Science Lee Allen Park Elementary School - FDOE SIP Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 86 71% 74% 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 25% Students scoring at or above Achievement Level 4 Florida Alternate Assessment (FAA) 98 57% 61% Students scoring at Levels 4, 5, and 6 Students scoring at or above Level 7 Area 8: Early Warning Systems 2013 Actual # 2013 Actual % [data excluded for privacy reasons] [data excluded for privacy reasons] 2014 Target % 11% 89% Elementary School Indicators Students who miss 10 percent or more of available instructional time 2013 Actual # 2013 Actual % 2014 Target % 26 3% 2% Students retained, pursuant to s , F.S. 7 1% 1% Students who are not proficient in reading by third grade Students who receive two or more behavior referrals Students who receive one or more behavior referrals that lead to suspension, as defined in s (5), F.S % 10% 19 2% 1% 12 1% 1% Last Modified: 12/06/ Page 17 of 29

18 Area 9: Parent Involvement Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L , NCLB, codified at 20 U.S.C. 6314(b). Parental involvement targets for the school 1. Increase volunteer hours 2. Increase family memberships in our PTA Specific Parental Involvement Targets Target 2013 Actual # 2013 Actual % 2014 Target % Increase volunteer hours to 10,028 for the school year % Increase family memberships in our PTA % Last Modified: 12/06/ Page 18 of 29

19 Goals Summary G1. Increase student achievement gains school-wide by focusing on teaching and learning. Goals Detail G1. Increase student achievement gains school-wide by focusing on teaching and learning. Targets Supported Reading (AMO's, FCAT2.0, FAA, Learning Gains, CELLA) Writing Math (Elementary and Middle School, Elementary and Middle AMO's, Elementary and Middle FCAT 2.0, Elementary and Middle FAA, Elementary and Middle Learning Gains) Social Studies Science Science - Elementary School Resources Available to Support the Goal District ELA/Math personnel District adopted reading, math, science, and social studies programs Site-based leadership team District training for reading and math adopted programs CCSS training Flexible schedule for PLC Common grade level planning Common assessments Volunteers Teachers Support staff Reading Renaissance Technology Performance Matters District data management tool Targeted Barriers to Achieving the Goal Inconsistent use of the problem solving process using data to plan for and drive instruction. Staff not trained in the PLC process Last Modified: 12/06/ Page 19 of 29

20 Plan to Monitor Progress Toward the Goal Progress toward meeting our goal will be monitored by reviewing the following data monthly: performance matter item analysis by teacher, STAR, reading and math formative assessments, and district assessments. Person or Persons Responsible Administration Target Dates or Schedule: Ongoing Evidence of Completion: data from reading unit tests, reading concept tests, STAR data, math chapter tests, math Big Idea tests, writing concept tests, district progress monitoring assessments. Last Modified: 12/06/ Page 20 of 29

21 Action Plan for Improvement Problem Solving Key G = Goal B = Barrier S = Strategy G1. Increase student achievement gains school-wide by focusing on teaching and learning. G1.B1 Inconsistent use of the problem solving process using data to plan for and drive instruction. G1.B1.S1 Flexible schedule for PLC meetings. Action Step 1 Create master schedule allowing for PLC team meetings Person or Persons Responsible Principal Target Dates or Schedule August 1, 2013 Evidence of Completion Master schedule Plan to Monitor Fidelity of Implementation of G1.B1.S1 Attend meetings Person or Persons Responsible Site based leadership team Target Dates or Schedule Weekly Wednesday PLC meetings from 7:40 a.m. to 8:25 a..m. Evidence of Completion Completed products Last Modified: 12/06/ Page 21 of 29

22 Plan to Monitor Effectiveness of G1.B1.S1 Attendance register Person or Persons Responsible Adminstrators Target Dates or Schedule Weekly Evidence of Completion School calendar G1.B1.S2 Training on gathering, analyzing and utilizing data to drive instruction. Action Step 1 Deliver professioinal development in collecting, analyzing and how to utililze data to drive instruction. Person or Persons Responsible Site based leadership team Target Dates or Schedule October 9, 2013 Evidence of Completion Agenda and sign-in sheets Facilitator: Curriculum Specialist Professional Development Specialist Participants: Site based leadership team Last Modified: 12/06/ Page 22 of 29

23 Plan to Monitor Fidelity of Implementation of G1.B1.S2 Design and deliver professional development in data-based problem solving and data-driven differentiated instruction Person or Persons Responsible Administration Target Dates or Schedule On-going beginning October 9, 2013 Evidence of Completion Inservice Records and training handouts Plan to Monitor Effectiveness of G1.B1.S2 Collect and analyze student data to monitor for mastery of standards Person or Persons Responsible Administration Target Dates or Schedule monthly; ongoing Evidence of Completion Student progress monitoring data Last Modified: 12/06/ Page 23 of 29

24 G1.B2 Staff not trained in the PLC process G1.B2.S1 Provide ongoing support for teachers through the PLC process Action Step 1 PLC team and coaches will provide professionial development to staff members: 1. Introduction to PLCs 2. Ongoing training on PLC process and components Person or Persons Responsible Administration and PLC Coaches Target Dates or Schedule Weekly on Wednesdays Evidence of Completion Sign-iin sheets and agendas Facilitator: PLC coaches Participants: All staff members Plan to Monitor Fidelity of Implementation of G1.B2.S1 Design a schedule for training and meetings Person or Persons Responsible Administration Target Dates or Schedule Ongoing beginning October 9, 2013 Evidence of Completion Inservice Record and training handouts. Last Modified: 12/06/ Page 24 of 29

25 Plan to Monitor Effectiveness of G1.B2.S1 Review of essential outcomes, smart goals, data sheets for all PLC teams. Person or Persons Responsible Administration and PLC Coaches Target Dates or Schedule Ongoing Evidence of Completion Artifacts and data from PLC teams. Last Modified: 12/06/ Page 25 of 29

26 Appendix 1: Professional Development Plan to Support School Improvement Goals This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b), by demonstrating high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, for pupil services personnel, parents, and other staff is being offered to enable all children in the school to meet the State's student academic achievement standards. Professional development opportunities identified in the SIP as action steps to achieve the school's goals. G1. Increase student achievement gains school-wide by focusing on teaching and learning. G1.B1 Inconsistent use of the problem solving process using data to plan for and drive instruction. G1.B1.S2 Training on gathering, analyzing and utilizing data to drive instruction. PD Opportunity 1 Deliver professioinal development in collecting, analyzing and how to utililze data to drive instruction. Facilitator Curriculum Specialist Professional Development Specialist Participants Site based leadership team Target Dates or Schedule October 9, 2013 Evidence of Completion Agenda and sign-in sheets Last Modified: 12/06/ Page 26 of 29

27 G1.B2 Staff not trained in the PLC process G1.B2.S1 Provide ongoing support for teachers through the PLC process PD Opportunity 1 PLC team and coaches will provide professionial development to staff members: 1. Introduction to PLCs 2. Ongoing training on PLC process and components Facilitator PLC coaches Participants All staff members Target Dates or Schedule Weekly on Wednesdays Evidence of Completion Sign-iin sheets and agendas Last Modified: 12/06/ Page 27 of 29

28 Appendix 2: Budget to Support School Improvement Goals Budget Summary by Goal Goal Description Total Total $0 Budget Summary by Funding Source and Resource Type Funding Source Evidence-Based Program Total $0 $0 Total $0 $0 Budget Details Budget items identified in the SIP as necessary to achieve the school's goals. G1. Increase student achievement gains school-wide by focusing on teaching and learning. G1.B1 Inconsistent use of the problem solving process using data to plan for and drive instruction. G1.B1.S2 Training on gathering, analyzing and utilizing data to drive instruction. Action Step 1 Deliver professioinal development in collecting, analyzing and how to utililze data to drive instruction. Resource Type Evidence-Based Program Resource Funding Source Amount Needed Last Modified: 12/06/ Page 28 of 29

29 G1.B2 Staff not trained in the PLC process G1.B2.S1 Provide ongoing support for teachers through the PLC process Action Step 1 PLC team and coaches will provide professionial development to staff members: 1. Introduction to PLCs 2. Ongoing training on PLC process and components Resource Type Evidence-Based Program Resource Funding Source Amount Needed Last Modified: 12/06/ Page 29 of 29